In 2002, the Department of Education reconvened a panel of stakeholders
to review the status of the states Special Review Assessment (SRA).
The participants shared their concerns about the process. The information
obtained from these meetings, along with research conducted by department
staff, has resulted in the development of a discussion paper entitled "White
Paper: New Jersey Special Review Assessment." This paper is presented
in draft form for your review and comment.

As you will note in the paper, New Jersey remains the only state to
administer a state-developed alternate assessment for students failing
a graduation requirement test. Based on continued concerns and the results
of our year-long study, the department included the following key recommendations
in the paper: the elimination of the SRA; the creation of expanded remedial
opportunities for students failing the High School Proficiency Assessment
(HSPA); the development of an appeal procedure; and the award of a differentiated
diploma for students who fail to achieve proficiency on the HSPA, but
who do meet other graduation and attendance criteria.

As the department moves to the next steps of its planning, public input
is welcome. Comments and/or suggestions regarding this paper should be
directed to Dr. Brian Robinson, director of the Office of Evaluation
and Assessment at sra@doe.state.nj.us,
prior to September 15, 2003.

DraftWhite Paper
New Jersey Special Review Assessment
New Jersey Department of Education
May 2003

New Jersey has a long history of assessing
students skills as a requirement for graduation. Beginning with
the Test of Minimum Basic Skills in the 1980s, New Jersey has
sought to assure that students have acquired skill sets deemed necessary
to be successful in society. The assessment program for high school
students has evolved through two versions of the High School Proficiency
Test (HSPT) to the current High School Proficiency Assessment (HSPA).

From the beginning of the high school testing system, recognition
has been given to the fact that not all students perform well on standardized
or other forms of statewide tests. Indeed, some students have very
legitimate reasons for not being included in the regular standardized
assessment system. For those students, the Special Review Assessment (SRA)
was developed. The SRA originally used materials developed by the local
school district to determine a students understanding of the
objectives set forth for graduation. Through time, the assessment came
to be developed at the state level and administered locally by the
high schools in New Jersey.

Original intent of the SRA

The original intent of the SRA was to provide
a way for those students who met very specific criteria through the Child
Study Team in each district to demonstrate proficiency. Mainly this was
for students deemed to be "test phobic". Over the course of time
the SRA was used for students who have limited English proficiency and
many special education students. Beginning in 1991, the New Jersey administrative
code was changed to include all students who did not pass the HSPT in the
SRA program. Thus the program emphasis shifted from an alternate way for
specific students to demonstrate proficiency to a program that allowed
all students the opportunity. Beginning with introduction of the HSPA in
2002, all students who did not score "proficient" on one or more
tests were included in the SRA process.

Changing SRA populations

A summary of the SRA Annual Survey for 2002,
the final year for the HSPT, shows a total of 9,489 SRAs were submitted
and approved. Of those, 7,559 were for general education students, 1,670
were for Limited English Proficient (LEP) students and 260 were for special
education students. A fundamental shift from using the SRA for special
needs and LEP students to include using it for general education students
has occurred through time. As of the time of this report, the 2003 survey
data are not yet available.

Special
education exemptions

Beyond the numbers of general education students
participating in the SRA, there are also approximately 7,000 students who
receive special education exemptions from the HSPA graduation requirement.
Such exemptions result from changes in the students Individual Educational
Plan (IEP). Therefore, the original use SRA for special education students
has been replaced by the increased use of the special education exemption
process.

SRA Process 
remediation & performance tasks

The SRA Process

The SRA process has two major components. They are (1) remedial coursework
and (2) the administration of the Performance Assessment Tasks (PATs).
The remedial coursework is to begin in a timely manner after receipt
of the individual score report showing the students failure on
the HSPA. This coursework focuses on the specific area(s) of weakness
as identified by the scores attained in each test of the HSPA.

The second component of the process, the administration of the SRA,
allows students to demonstrate attainment of knowledge through the
successful completion of PATs for each content area. The PATs, developed
at a state level, are administered and scored locally. Scorers are
trained on the use of rubrics for scoring. Upon successful completion
of the required number of PATs, the student has been deemed to have
demonstrated the appropriate acquisition of skills.

Students who are in the SRA process continue to take subsequent administrations
of the HSPA until they show proficiency by the score attained on the
HSPA or demonstrate their knowledge by the successful completion of
the SRA. Students who do not demonstrate the appropriate level of knowledge
through either instrument are not eligible for a diploma.

Tests and graduation requirements

Issues

Beginning in 2003, all students, irrespective of special education
status, LEP status or other conditions will have to be tested at least
once in high school in language arts literacy, math and science under
the "No Child Left Behind" Act. New Jersey finds itself as
one of twenty states currently using a high school exit examinations
as a requirement for graduation from high school. Several more states
will be making including a test as part of graduation requirements
in the coming years. While currently tThe majority of states do not
have plans to make a test a requirement for graduation,. sSeveral states
do allow local districts to include results of a statewide test in
their graduation requirements. For states that do have an exit exam,
the tests are mainly criterion-referenced, that is, tied to state or
other standards. Accommodations of varying sorts are allowed for special
education and LEP students and students with 504 accommodations (Council
of Chief State School Officers, 2002).

Multiple opportunities

Special education and graduation requirement options

Tiered diplomas

According to the Center on Education Policy
(2002), all states that have high school exit exams offer multiple opportunities
for students to retake the tests. In several states testing begins as early
as a students sophomore year. Some states also offer students alternatives
to the regular tests if there are special education concerns. By 2008,
there will be five states that offer exemptions (from the requirement for
a diploma, not from testing) for special education students and nine states
which offer an alternative assessment for these students. Additionally,
several states have a tiered diploma system. States who have such a system
are offering a less than standard diploma, a certificate of attendance
or completion as examples, for special education students or for those
students who do not pass the exit examination. For example, Massachusetts
issues a "Certificate of Attainment" for students who have completed
all local requirements but have not shown proficiency through the statewide
testing system. Pennsylvanias system does not deny a diploma for
students who do not pass the statewide test, but rather issues certificates
of proficiency for students who score a proficient or advanced proficient
score on the test.

LEP Students

Second language tests are rare

For LEP students, all states with exit exams
require the same tests as other students, often with accommodations. By
2008, eighteen states plan to allow for accommodations. However, in only
four states are exit exams (other than language arts literacy) translated
into other languages. Only one additional state plans to do so by 2008
(Center on Education Policy, 2002).

New Yorks Program

One state, New York, has an extremely comprehensive
exit examination system. In order to graduate from high school, students
must pass five sections of the New York Regents Examination. Namely, they
are English, math, science, and two tests in social studies. Students failing
the science and social examinations may take the tests as often as needed.
Students who fail the English and math test two times become eligible for
re-testing in only those components of each test in which they showed a
deficiency.

SRA is unique

SRA problems

New Jersey alone offers an assessment like the
SRA which is developed on a statewide level, yet is administered and scored
on a local level. There are some inherent issues that arise in such a system.

It is nearly impossible for the state to monitor the conditions
in which the SRA is administered.

The secure storage of materials is another challenge to the validity
of the system.

Although the department provides clear direction in the selection
of PATs and criteria for the appropriate scorers, there is little
capacity to audit all districts to ensure compliance.

It is not feasible to perform the widespread
re-scoring of student papers to necessary to determine the level
of local scoring reliability.

Historically, little, if any, auditing of the process has been
used systematically.

Currently, the department is implementing a paper audit. This, however,
does not allow for the ability to determine how and when the SRA is
administered since the PATs are administered at a variety of times
depending on individual student preparedness.

The county offices must give final approval to the SRAs in order for
students to graduate. Due to the number of SRAs in most counties, it
is not possible to review all of the PAT results submitted. A sampling,
based on the total number submitted, is conducted. This, unfortunately,
can not fully ensure that all students have met the standards which
have been set.

The large number of general education students who meet the standards
criteria through the SRA is also an area of concern. A conclusion that
one could readily draw from the number of general education students
participating is that issues lie not with individual students, but
rather with educational programs.

RecommendationEliminate the SRA

Recommendations

Given the challenges that the SRA presents, and the fact that no other
states have such a process, the elimination of the SRA would be a prudent
and acceptable choice. Students in other states where exit examinations
are required, either meet the standard on the general test or an alternative
assessment, or do not graduate. Philosophically we seek more options
for our students. Therefore, the recommendations contain options for
both testing as well as remediation. The testing recommendations continue
the opportunities for accommodations for special education and LEP
students to ensure multiple paths for students to demonstrate their
proficiency.

Testing Recommendations

TESTING:

1. Discontinue the use of the SRA as an alternative means of
demonstrating proficiency on the New Jersey Core Content Curriculum
Standards. Students who fail to achieve proficiency on
any of the HSPA administrations will not be eligible for a New
Jersey Diploma. Students entering ninth grade on or after
September of 2004 will be subject to the provisions of this policy.

2. Move the initial administration of HSPA earlier in the eleventh
grade.

3. Continue the use of exemptions from multiple testing as a graduation
requirement for certain special education students.

4. Develop translated and/or sheltered-English versions of both
HSPA and GEPA to allow LEP students to demonstrate proficiency.
The translated and/or sheltered English version of the HPSA for
LEP students would be available only for those students who have
entered U.S. schools after eighth grade.

5. Use, subject for federal approval, the sheltered English versions
as an accommodated version for selected special education students.

REMEDIATION:

1. Students who fail to achieve proficiency on the eighth grade
test (GEPA) must have a remediation plan developed as a part of
their ninth grade schedule;

2. Students who fail the HPSA in its initial administration shall
be eligible to participate in a menu of remediation programs including,
but not limited to, attendance at state supported regional summer
academies created specifically to address Core Curriculum Content
Standards deficiencies as identified via HSPA. Such programs
will be available during the summer. Such academies will be staffed
by teachers identified for their success with the needs and students
associated with lack of proficiency demonstration. Participation
in these academies is voluntary.

3. Students who fail to achieve proficiency in the initial administration
of HSPA will have at least two additional opportunities to satisfy
the standardin the areas in which they have failed to demonstrate
proficiency.

4. The department will work with the states two year colleges
to develop special programs for students who do not satisfy the
proficiency requirements by the end of twelfth grade.

5. Students who cannot demonstrate proficiency via this system
of multiple assessments and/or remediation opportunities will be
awarded a certificate of attainment, providing they have satisfied
all other graduations requirements.

6. The current GED path remains open to all students who fail
to demonstrate proficiency via the multiple paths described above
or who have exceeded the age of 21.

7. A limited appeal process shall be available through the Commissioners
office for students who have:

a. Attended school an average of 90% over the last two years
of school;

c. A letter specifying the effort made and problems encountered
in attaining proficiency in the Core Content Curriculum Standards.
Such letter must be sent by the parent(s), guidance counselor
and principal.

The desire to give all students every chance for success is strong
for all of those involved in education. It is also important to be
sure that the success students achieve is through high standards. Providing
alternatives for those students who need them, special education, LEP
and students who are diagnosed as being afraid of standardized testing,
is appropriate and should continue.

References

Center on Education Policy (2002); State high school exit exams: a baseline
report; Washington, D.C.

Council of Chief State School Officers (CCSSO) (2002); Key state education
policies on pk-12 Education: 2002; Washington, D.C.